An Introduction to Sports Coaching: From Science and Theory by Robyn L. Jones, Mike Hughes, Kieran Kingston

By Robyn L. Jones, Mike Hughes, Kieran Kingston

An advent to activities Coaching presents scholars with an available advisor to the medical, clinical, academic and social technological know-how idea that underlies the perform of caliber activities training.

Throughout the textual content, the idea is illustrated 'in perform' with the use of real-life training eventualities, designed to show how athletes can profit whilst their trainer has a broader theoretical appreciation of sport.  An advent to activities Coaching is edited via a crew of senior activities training teachers, all of whom also are skilled activities coaches. The textual content comprises:

  • insights from training overseas and membership coaches
  • clear definitions of significant topics and key recommendations on the subject of the activities technological know-how wisdom which underpins training.
  • seminar and self-test inquiries to aid be certain your figuring out.

An creation to activities Coaching deals an awesome aid textual content for today’s pupil of activities training.

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Extra resources for An Introduction to Sports Coaching: From Science and Theory to Practice (Volume 1)

Sample text

According to the action plan reconstruction hypothesis, continually reconstructing a plan for new movement, as occurs in random practice, undermines performance. e. remembering how to do), learning is enhanced. g. during a game situation). Conversely, in blocked practice, a given action plan can be constructed on the first attempt of a movement skill and simply applied to subsequent attempts over an entire block of trials. This uninterrupted repetition of the same action plan leads to good performance during practice, but the minimal experience learners have in reconstructing action plans means that applying that learning in a variety of contexts is poorer.

However, there are a number of other ways of providing augmented feedback. An increasingly utilised form is through video. However, for videotape feedback to be effective at least two important factors need to be considered: the learner’s skill level and the period of time for which this type of feedback is utilised (Rothstein and Arnold 1976). Here, research suggests that skilled performers benefit from unaided video replays of their performance, whereas novices tend to be overwhelmed by the information available in the video and require the addition of specific verbal cues to point out critical information (Newell and Walter 1981; Rothstein and Arnold 1976).

1994; Shumway-Cook et al. 1988). However, it has also been used in the sporting environment to enhance the learning and performance of both skilled swimmers, by providing audible signals about their stroke rate (Chollet et al. 1988), and elite rifle shooters, by providing audio signals enabling them to shoot between potentially disruptive heartbeats (Daniels and Landers 1981). e. when it should be given). Early views regarding the presentation of augmented feedback suggested that ‘the greater the amount the better the learning’, and that it should, therefore, be presented after every practice.

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